Apr 10 2015 ELD

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Daily Learning Target(s): By the end of class, students will be able to...

  • analyze new vocabulary as evidenced by quiz.
  • analyze text as evidenced by rhetorical precis peer review.

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  • "Death Penalty" Too Costly Rhetorical Precis

Homework: None.

Essential Questions:
  • How do readers analyze types of evidence?
  • How do readers analyze an author's claims and purpose?

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Important Deadlines/Reminders:

  • Absent? Check the class website for assignments and handouts.
  • Bring binders and supplies to class every day.
‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Agenda
1. Announcements/Pledge
2. Learning Log- Update every day with DLT, HW, Essential Questions, and Reminders.
3. Warm Up in Quadrant #4 (IV.): Answer the following question in a complete sentence on the back of your learning log:
  1. Describe what supporters of the death penalty say, then describe what opponents of the death penalty say. (Teacher will call on 2 or 3 volunteers to share.)
4. Peer Response to Rhetorical Precis (handout)
  • Students will trade rhetorical precis with the person next them and complete side 1 then side 2 of the Peer Response to Rhetorical Precis handout.

5. Turn in Learning Log and work stapled in the following order: (teacher, please collect)
  1. Learning Log
  2. Spring Break Narrative
  3. Vocabulary Chart
  4. "Death Penalty Too Costly" Article
  5. Vocabulary Matching/Word Search Worksheet
  6. Precis Scoring Guide
  7. Rhetorical Precis on "Death Penalty Too Costly"

6. Vocabulary Fill in the Blank Quiz (handout)
  • students will complete quiz on their own, no talking!!